Creating Inclusive Small Groups in the Classroom: A Real Case Study

Inclusive classrooms come with unique challenges. Each one is like a fingerprint. Implementing small groups is a great way for all students to practice self-efficacy through your planning for them.

I'll try not to suggest solutions. It's not time yet to drill down. Let's look at the bigger picture.

I’d like to share a case study. I am beginning to work with a teacher at a small school with limited resources.

Math is about to begin...this is where our story starts. Here’s a peek into a 30-minute lesson and some thought-provoking questions to consider for helping the teacher create a more supportive learning environment for a struggling learner. In this story, we'll call the student, Jay.

The Challenge: A (Not Yet) Inclusive Math Small Group Setup

The teacher has created a small math group. Each student will use the IXL app on an iPad to practice working at their levels. In this group, there’s a neurodiverse student, Jay, who struggles with math and writing but excels in reading. Due to the school’s location, formal support plans like IEPs aren’t available. The parent has been in contact with the teacher. They both know there are learning gaps. The teacher wants to create a better learning situation for this student but doesn't know how.

Jay has trouble focusing on daily tasks. If the teacher lets them, they will spend the entire day reading. They are friendly, but the other children go about their social lives, often leaving Jay to read quietly, alone.

A Snapshot of the Group’s Dynamics:

• Six students are working on math tasks using the IXL app, each at their own pace and level.
• Five students seem engaged and interactive, discussing their work with a lively but controlled noise level.
• Jay, however, is visibly withdrawn—they're hunched over, picking at the table, with no device to use. Jay has one but is choosing not to use it. They are isolated, not speaking with anyone, and doesn't have a clear task to focus on.
• nobody is looking, talking, or helping Jay.

In the classroom environment:

• No posted schedules, norms, or rules are visible to guide students or remind them of group expectations.
• No math tools or resources are accessible at the table, aside from a pile of notebooks in the center.
• The teacher wasn’t present during this small group time but gave instructions before, encouraging the one student who wasn’t engaged, twice.
• Here are some comments from the teacher: "She seems to enjoy most of her day, except for writing and math...she doesn't do anything". "Even if I give her guidance she can't do it" "It's okay, I don't single her out or call her out in front of the others. None of the kids notice her not doing anything"

What Are Your Observations and Questions for an Inclusive Solution?

In this scenario, I know we all have some tips and tricks. We see some doors we can open for this teacher and this student...in fact, all these students.

Several questions arise about how to better support the needs of all students in this group, especially Jay, who appears disconnected from the task and group dynamic.

What’s Missing?

• Structured Supports: A clear schedule, posted norms, and defined group roles could create a predictable environment, essential for students needing routine and structure, especially those benefiting from the predictability often valued in neurodiversity.
• Accessible Tool Choices: Having math tools, manipulatives, or alternative learning resources on the table for everyone might increase engagement for all students, especially those who struggle with traditional methods. This is equally relevant in reading classes, where varied resources can make learning more inclusive.
• How have we communicated with the parents, other teachers, and the student? And, by communicating, I mean have we taken time to listen to their needs, fears, and where they are at?
• What and how can we collect data to support some focused goals and action steps for Jay?

What Supports Can We Add For the Teacher?

• Where is the teacher at, this very moment? What do they believe to be true as a teacher? What do they fear at the moment? Start where they are at. A good dose of listening here will start the ball rolling.
• We don’t have to reinvent the wheel.  Look at what resources are available and recreate or repurpose.  What’s been started and not yet developed?

What Choices Can Be Offered to Jay, and the Group?

• Variety of Learning Choices: We can help the teacher think about choices. Allowing students to choose between different tasks or roles or seating or..the list goes on and on. What can the teacher do to create ownership and engagement? How can we maximize Jay's strengths?
• Variety for Task Engagement: How can Jay complete such a big task when they might not even know the first step? Can the tasks be broken down? If so, how? Providing choices such as working on a tablet, using manipulatives, or even using paper and pencil might cater to different learning styles, especially for neurodiverse learners.
• Variety of How They Show What They Know: I've noticed that sometimes there is too much to focus on when using a screen. How about one problem at a time, formatting changes, or working with a friend? What options can we offer all the students when it comes time to move to "the next level" whatever that might be?

What’s Happening with the Group as a Whole?

Just because students seem engaged doesn’t necessarily mean learning is optimized for each one. Are they all progressing at their level? Are they collaborating effectively, or simply chatting without focus? I know this case study revolves around how to engage the struggling learner, but I couldn't resist asking this question.

In addition, how can we as educators turn this from "the struggling learner being singled out because they need help" to "how can we engage the entire class with solutions and options for learning and communicating and working together, no matter the diversity?" How can we strengthen the overall group by fostering an inclusive environment where neurodiversity is valued?

If You Could Rewind, What Would You Do Differently?

Where is a good starting point? Think about what structures might need adjusting.

A Path to True Inclusion: Small Steps, Big Impact

There is no one-size-fits-all answer that will give us the answers.

However, there is real evidence and research-based frameworks and techniques to support us as teachers as we build a more inclusive learning environment. Creating inclusive small groups requires proactive planning and thoughtful adjustments. In the spirit of Universal Design for Learning (UDL) and Differentiation, and Response to Intervention, it’s essential to ensure everyone has access to tools, choices, and support—not just one student, but all students. Every student has the right to benefit from having access to resources. By assessing each student’s needs, listening to the student and the family, ensuring access to tools, and setting clear group norms, we can design small group environments that foster inclusion, engagement, and a sense of belonging.

When we pay close attention to these elements in math groups, reading classes, and tutoring environments, we can change small groups from simply being “inclusive” in name to genuinely supportive learning spaces. For real!!